Head, shoulders, knees and toes

CONTENTS

CURRICULUM INFORMATION

TOPIC INFORMATION

PHASE OF DEVELOPMENT

Purpose....................................................................................2

Early childhood

Student outcomes...................................................................2

Middle childhood

Key background points...........................................................2

Cultural and protocol considerations.....................................2

Early adolescence

Resources................................................................................2

Late adolescence

TEACHING AND LEARNING STRATEGIES

MAJOR LEARNING AREAS

Lesson outline ........................................................................3

The Arts

English

Health & Physical Education

Languages
Mathematics
Science

Society & Environment

Technology & Enterprise

VALUES
Pursuit of knowledge achievement of potential

Self acceptance and respect of self

Respect and concern for others and their rights

Social and civic responsibility

Environmental responsibility

REGION
This lesson was developed by the following district:

Goldfields

Produced by DUIT Multimedia for the Aboriginal Perspectives across the Curriculum program.

1
APAC147 | Head, shoulders, knees and toes | Department of Education, WA, 2011

Licensed for NEALS

TOPIC INFORMATION
PURPOSE

English words for song:

To provide students with an introduction to the concept of

culture by investigating shared and unique features of all
human beings, to expose students to words from languages
of different cultures, and to provide opportunities for them
to refine and control gross motor skills they apply in The
Arts.

Head, shoulders, knees and toes, knees and toes,

Head, shoulders, knees and toes, knees and toes,
And eyes, and ears, and mouth, and nose,
Head, shoulders, knees and toes, knees and toes.
Wongutha words for song:

STUDENT OUTCOMES

Kata, alipiri, murti, tjina, murti, tjina,

The student:

Kata, alipiri, murti, tjina, murti, tjina,

learns names of body parts in Wongutha; and

Kuru, mulya, thaa, pina,

applies this knowledge to a simple song/word game.

Kata, alipiri, murti, tjina, murti, tjina.

S&E
4. Culture

CULTURAL & PROTOCOL CONSIDERATIONS

The Arts

Use local Aboriginal language and ask AIEOs, Goldfields

Regional Education Office Aboriginal Education team,
or local Aboriginal people to demonstrate correct
pronunciation. Also, ensure correct spelling of Aboriginal
words.

2. Arts skills and processes

KEY BACKGROUND POINTS

Wongutha words (substitute any local Aboriginal language if
relevant) for relevant body parts are:

kata head

alipiri shoulders

murti knees

tjuna toes

kuru eyes

thaa mouth

pina nose

mulyu ears

RESOURCES
Medium
Wongutha
dictionary

Author, producer, developer etc

Title

Source

Wongutha dictionary

Aboriginal Language
Centre, Resource Centre,
Hay Street, Kalgoorlie

2
APAC147 | Head, shoulders, knees and toes | Department of Education, WA, 2011

Licensed for NEALS

TEACHING AND LEARNING STRATEGIES

TEACHING RESOURCES

Whole class

teacher prepared chart of parts of body in Wongutha

and English (see KEY BACKGROUND POINTS section)

Drill words as they say name in Wongutha, students

touch relevant part of the body.

teacher prepared charts of song in both English and

Wongutha

Sing Head, Shoulders, Knees and Toes in English,

touching body parts to accompany words.

card for students to make flash cards

textas to write words

Sing Head, Shoulders, Knees and Toes with Wongutha

words, start slowly and gradually increase pace.

These suggestions may take more than one lesson,

depending on the level of your students, and timetabling
restrictions. They could form part of a larger unit of work
focusing on words from the Wongutha language.

Follow up activity for any spare few minutes:

Whole class game: Simon says touch your . using
Wongutha words for parts of body.

Preparation

Plan your lessons in consultation with your AIEO,

Aboriginal staff members, your art teacher, and/or the
Aboriginal Education team at the REO. They can help
you with information and resources.

Ask your AIEO and/or Aboriginal staff members or

community members to participate in your lessons to
demonstrate pronunciation of Wongutha words.

Prepare charts of words, and song in English and

Wongutha (see KEY BACKGROUND POINTS section).

ASSESSMENT

Observe level of participation and attentiveness.

Observe and record students ability to remember

and pronounce Wongutha words correctly you may
create a checklist of words with 2 columns headed:
accurate pronunciation, and remembers words.

Written word assessment: prepare a picture of blank

body outline, photocopy and distribute to students.
Ask students to label body parts in Wongutha (and
English if required).

Implementation
Whole class

Brainstorm knowledge of foreign languages from

which languages do children know words?

List names for parts of the body in any appropriate

language first in English.

Introduce Wongutha (or local Aboriginal language)

terms for parts of the body (see KEY BACKGROUND
POINTS).

Ask your Wongutha-speaking visitor to say the names

in turn, and children to repeat each, touching the
corresponding body part (repeat until students have
mastered pronunciation).

Working with a partner

Distribute card to students for them to write their flash

cards.

Guide students to make their own flash cards writing

the name of a body part on each: Wongutha on one
side and English on the other.

Ask students to practise and drill words with their

partners.

3
APAC147 | Head, shoulders, knees and toes | Department of Education, WA, 2011

Licensed for NEALS